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Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter?
Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual-spatial) these tests evoke. The current study evaluated sex differences in (a) performan...
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| Main Authors: | , , |
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| Format: | Default Article |
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2022
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| Online Access: | https://hdl.handle.net/2134/20261448.v1 |
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| _version_ | 1818165846081536000 |
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| author | Eva Weijer‐Bergsma Johannes EH Van Luit Korbinian Moeller |
| author_facet | Eva Weijer‐Bergsma Johannes EH Van Luit Korbinian Moeller |
| author_sort | Eva Weijer‐Bergsma (13014591) |
| collection | Figshare |
| description | Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual-spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual-spatial working memory on math achievement. Children (N = 3175) from grades 2 through five participated. Visual-spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed five times during two school years using a speeded arithmetic test (math fluency) and a word problem test (math problem solving). Results from Multilevel Multigroup Latent Growth Modeling, showed that sex differences in level and growth of math performance were mixed and very small. Sex differences in the predictive value of verbal and visual-spatial working memory for math performance suggested that boys seemed to rely more on verbal strategies than girls. Explanations focus on cognitive and emotional factors and how these may interact to possibly amplify sex differences as children grow older. |
| format | Default Article |
| id | rr-article-20261448 |
| institution | Loughborough University |
| publishDate | 2022 |
| record_format | Figshare |
| spelling | rr-article-202614482022-03-29T00:00:00Z Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter? Eva Weijer‐Bergsma (13014591) Johannes EH Van Luit (13014594) Korbinian Moeller (8633838) math fluency math problem solving primary school sex differences working memory Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual-spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual-spatial working memory on math achievement. Children (N = 3175) from grades 2 through five participated. Visual-spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed five times during two school years using a speeded arithmetic test (math fluency) and a word problem test (math problem solving). Results from Multilevel Multigroup Latent Growth Modeling, showed that sex differences in level and growth of math performance were mixed and very small. Sex differences in the predictive value of verbal and visual-spatial working memory for math performance suggested that boys seemed to rely more on verbal strategies than girls. Explanations focus on cognitive and emotional factors and how these may interact to possibly amplify sex differences as children grow older. 2022-03-29T00:00:00Z Text Journal contribution 2134/20261448.v1 https://figshare.com/articles/journal_contribution/Sex_differences_in_the_association_of_math_achievement_with_visual_spatial_and_verbal_working_memory_Does_the_type_of_math_test_matter_/20261448 CC BY 4.0 |
| spellingShingle | math fluency math problem solving primary school sex differences working memory Eva Weijer‐Bergsma Johannes EH Van Luit Korbinian Moeller Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter? |
| title | Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter? |
| title_full | Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter? |
| title_fullStr | Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter? |
| title_full_unstemmed | Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter? |
| title_short | Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter? |
| title_sort | sex differences in the association of math achievement with visual‐spatial and verbal working memory: does the type of math test matter? |
| topic | math fluency math problem solving primary school sex differences working memory |
| url | https://hdl.handle.net/2134/20261448.v1 |